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Proceedings of the ... Capon Springs Conference for Christian Education in the South

Proceedings of the ... Capon Springs Conference for Christian Education in the South - Page 1

FIRST CAPON SPRINGS CONFERENCE.
The First Capon Springs Conference for Christian Education in the South assembled in the chapel on the grounds
of the Capon Springs Hotel, on Wednesday, June 29, 1898,
at 8,30 P. M.
On motion of the Rev. Dr. Abbott, Bishop Dudley was
made temporary Chairman and the Rev. A. B. Hunter, tem­
porary Secretary.
The hymn, "Nearer my God to Thee," was sung and
prayer offered by Bishop Dudley. .
The Rev. H. M. White, D. D., of Winchester, Va., said
the word of welcome on behalf of Mr. W. H. Sale, proprie­
tor of the -Capon Springs Hotel, whose generous hospitality
the Conference is enjoying. Appropriate response was made
by Bishop Dudley.
. On motion of Dr. Julius D. Dreher, a committee of three
was appointed on permanent organization. The Chairman
appointed Dr. Dreher, Dr. Abbott and Dr. Lawrence.
Bishop Dudley gave a short history of the origin of the Conference in a suggestion made a year ago by the Rev. Dr. Edward Abbott, of Cambridge, Mass., to Mr. W. H. Sale, who has so generously invited. the members of the Confer­ence to be his guest1'.
A paper was then read on
A SURVEY OF THE FIELD.
. BY REV. H. B. FRISSELL, D. D., PRINCIPAL OF HAMPTON . INSTITUTE.
Those of us who have to deal with education in the South feel that we have placed before us one of the most interesting as well as one of the most important problems in the world, namely, as to how two races differing in color, traditions, intelligence, can live together in peace and mutual helpfulness. There are many who believe that it cannot be done, who think that two races so unlike can never inhabit the same country.
\,
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They point to the experience of ancient nations to show that it is impossi­
ble. But there are some who are bold enough to believe that Christianity
has revealed some truths which the ancients did not know, that the world
has made some progress, that there is less of baroarism and more of love,
that what was impossible centuries ago is possible now, that there is
no reason in the nature of things why different races of diffrent colors
shonld not dwell together in peace. I believe that in the South to-day, in
spite of the difficulties that prevail, that condition of affairs is working out.
I believe that much has been accomplished in the past toward the bring­
ing about of this condition. We are all agreed that slavery was a curse, .j
and rejoice that it is a thing of the past, and yet when Inctian and negro
are placed side by side in school-room and work shop at Hampton, it is
very clear that slavery was a much better training-school for life along­
side of the white man than was the reservation. Slavery with all its tre­ 1\
mendous disadvantages gave to the black regular habits of labor, a knowl­
.edge of the English language, and some idea of the Christian religion,
whi1e the reservation shut the Indian away from his white brother.s. left
him to his own language, and his pagan religion and brought him up in
idleness. '
None who endeavors to study the subject of Sou-thern education can
afford to leave out of account the training which slavery gave to the
blacks. In" Old Virginia and Her Neighbors" we have avivid picture
of a great trade school where hundreds of barbarous negroes were trained
into habits of industry. "It was very much the practice with gentlemen
of landed and slave estates," says a Virginia slave,owner, "so to organize them ·as to have considerable resources within themselves. Thus my father had among his slaves carpenters, coopers, sawyers, weavers, tan­ners, curriers, smiths, and even a rlistiller." And so, as General .Arm­strong says, "we can see that while slavery was fitly called the source of all villanies, it became, as it was called by a clever Virginian, 'the great­est missionary enterprise of the century.''' The 500,000 captives who survived the horrors of the middle passage are to-day a hardy 8,000.000, who have absorbed our blood and ideas till they stana beside us as broth­ers with equal rights, and I believe, a hopeful future in the line of our own, though badly handicapped by their own \veak natures.
After long years of slavery came the war, and then followed the horrors of reconstruction. The white people of the South becan,e convinced that the North was determined to place them under the political control of their former slaves, and they looked with suspicion on e\'ery white teacher from the North, thoroughly believing that he or she had come tn help forge the shackles that were to bind the whites under the control of the 'ignorant black masses. Taxes were doubled and quadrupled in some of the Southern States. Ignorant negroes were given tyrannical power. Crime increased. Penitentiaries and insane asylums were filled with col­ored inmates. But, in 'spite of all these difficulties, progress was made. :The work of destruction ·made possible the work of construction. Hun­dreds'of Northern women'gathered the contrabands of war into schools,
5
in which it is estimated that over a million blacks were taught to read
and write, while, at the same time, invaluable lessons were given in civili­
zation and decent living.
But the capacity of the negroes now suggested the wisdom and economy of training negro teachers for negro schools. Between 186:3 and 1881 there were built up by Northern charity a large number of normal and collegiate institutions with Hampton, the largest and oldest on the extreme left, and Tillotson College in Austin, Texas, on the extreme right, while the insti­tutions a~ Atlanta, Berea, Nashville, and Tuskegee, hold the centre. These schools, most of them educating the two sexes together, have an attendance of from 200 to 500, and have plants worth from $200,000 to $500,000. From them have gone out lawyers, doctors, a few preachers, and most important of all, teachers for the negro public schools of the South. During this same period, public school systems were established in every Southern State, and opportunities were given to the children of both whites and blacks. It is estimated by Dr. A. D. Mayo that in thirty­five years one hundred and ten million dollars have been expended for negro education, the Southern States having contributed eighty-five mil­lions, mostly by taxation of the whites, while twenty-five millions have been given by the National Government and the North. By the report of the National Bureau for '92-'93, it is estimated that there are now 2,630,­331 colored children between the ages of five and eighteen in the District of Columbia and sixteen Southern States. Of these 1,267,828 are enroned in the common schools. Dr. Mayo, in his" Education of Colored Youth" estimates that one-third the number of colored children 'in the South between five and eighteen are in average daily attendance on common schools.
These schools ought to be made much more efficient instruments for the uplift of the people than they are at present. With this end in view, the higher institutions have endeavored to train young men and women, who should make the common schools not only centers of intel­lectual training, but of morality, thrift, agriculture, and home life also. The graduates of Hampton and of some of the others have in many cases built homes of their own and cultivated land in such a way as to be object lessons to the communities in which they live, have gathered the farmers in agricultural meetings, have helped them to buy land of their own and to build up industries; the girl graduates have organized mothers' meet­ings and temperance societies. The need of this work can only be appre­ciated by those who have seen the negroes in the country'districts of the South where 75 per cent. live in one-room cabins, where father, mother, children, dogs, and strangers are huddled together, on rented land under the lien system of crops. ., The credit system means three things: high interest, high prices for supplies, and low prices for crops." This is really a system of irresponsible slavery. As long as 'it prevails the merchant who sells supplies is quite as much the controlling power as was the slave­owner. To bring the black man and the white man out from this condi­tion is the great need of the South.
6 7
What is to be done about it? To General Armstrong thirty years ago, 'it seem~d clear that the only solution, for the colored people at least, was to be found in giving to a picked body of young men and women, not only the knowledge of books but also of business, agriculture, and the mechanic arts. and send them out to lift up their people from the dis­tressing conditions which are necessary attendants upon ignorance ann shiftlessness. When the. Hampton School was started he insisted that there should not only be the school-room but the workshop; not only the church but the farm; not only the training of the head, but of the heart 'and the hand. And so, for thirty years, this kind of training has been going on until now, in every State of the South, Hampton has its indus­trial and agricultural leaders ; but the work is only just begun, aTIll there are serious difficulties yet to overcome. The school terms are often too short; political influences result in poor teachers; there i~ not sufficient opportunity for colored boys to learn trades; the home-life lacks develop­ment, and there is too little enthusiasm about buying land. To raise up enthusiastic apostles of agriculture and country life among negro young men and women should be one of the great missions of the higher insti­tutions; and upon the training of girls in all the' arts of home-making, too great stress can,not be laid. . The hard, trying circumstances of their lives are making men and women of the negroes. It is a difficult school through which they are passing, but they are gaining, as General Armstrong used to say, "the advalftage of their disadvantages."
In closing, I cannot do better than quote the words of this great edu­cator: "The demand, in the Southern field, is for lives consecrated to the purpose of training the young into self-reliant man and womanhood. The negro is eager for education; if he cannot get it for himself, he will have it for his children, and his dominant idea is to own land. These two instincts, for they are hardly more, will secure his future, if they are rightly directed. Make the schools what they should be; teach the boy and girl, the man and woman, that American citizenship means hard work, tempenmce, morality, the habit of right living, and there will be no room for disappointment. the negro will justify the faith of his frie'nds.
The Conference decide,d to hold sessions at 10 A. M. and 8 P. M., with a devotional service at 9.45 A. M.
On motion, an invitation to attend the Conference was .extended to all the guests of the Capon Springs Hotel and other members of the community, and the Secretary was requested to attend to the registration of members.
THURSDAY, June 30, 1898. Aft~r a devotional service, conducted by the Rev. L. Y. Graham, D. D., of Philadelphia, the Conference was called to ord.er by Bishop Dudley. . T~e report of the Committee on Permanent Organization was presented by Dr. Dreher. The committee nominated the following permanent officers of the Conference, who were elected:
PRESIDENT:
The RT. REV. T. U. DUDLEy .. , . .Bishop of Kentucky.
VICE-pRESIDENT:
The HON. J. L. M. CURRY , ' , ,. , ..Washington, D. C.
SECRETARY AND TREASURER:
The REV. A. B. HUNTER " Raleigh, N. C.
EXECUTIVE COMMITTEE:
The REV. H. B. FRISSELL, D. D , Hampton Institute.
President CHARLES F.. MESERVE. . . .. . . . . . . . .. ' Shaw University.
The REV. W. P. THIRKIELD, D. D.. ,. Gammon Theological Seminary.
The HON. JOHN EATON ... formerly U. S. Commissioner of Education.
'The REV. THOS. LAWRENCE, D. D., Asheville Normal and Col. Institute.
Professor J. A. QUARLES".. Washington and Lee University.
The REV. GEORGE E. BENEDICT.....Samuel Benedict Memorial School.
A paper wa§ read on
INDUSTRIAL EDUCATION.
BY REV. THOMAS LAWRENCE, D. D., PRINCIPAL OF THE ASHEVILLE
NORMAL AND COLLEGIATE INSTITuTE.
There is no reason why the use of tools might not be taught in our schools and academies. We do not see why such instruction might not be profitably given in connection with grammar, geography, arithmetic, algebra, philosophy, geometry, the elements of the languages, and the like. Trades cannot be taught in schools at public expense; to make the attempt were to make the whole system of public instruction too burden­some, and, as a matter of fact, the skilled laborers of no great people have ever, in the history of civilization, been taught in schools.
The provision for instruction in the use of tools and the elements which underlie the mecbanic arts in connection with our schools, is certainly practicable and in the highest degree desirable. The advantages to be derived from such a partial industrial course are many and obvious. A committee appointed by a school board of the city of Boston to inquire
into the matter, reported strongly recommending the providing of an industrial department in connection with their schools, urging among other reasons therefor that it would in a measure prevent the. widely spread and often fatal effects of o~erstudy. The pupil would find rest and' change of employment. The exercise of the body would pleasurably alternate with that of the mind, and thus the education of the whole man would be symmetrically carried on, and the cultivated brain would be furnished with an adequate instrument in the trained and skilful hand. Such a training would tend to develop in the pupil a feeling of conscious power as he realized his ability to subdue the material world 10 his service, and beget in him a spirit of self-reliance, which the ordinary youth cannot feel, who leaves school or college with barely enough mechanical knowledge to enable him to distinguish between a hoe and a hand-saw, an axe-helve and a plow-handle. Such partial preliminary industrial training will, moreovt'r, enable the youth more readily to determine the matter of his future vocation. The aptitudes of the boy have already been so far developed that this, to a certain extent, can be intelligently done, and he is prevented from spoiling a good blacksmith in making a poor minister, turning outan indifferent lawyer when he might have become a first-class mason. .
That this is not there theory is most conclusively demonstrated in the report of the President of Girard College, made a few years ago in con­nection with their anniversary. In accordance with the provisions of the will of its founder, the scholars after graduation were to be bound out to' suitable occupations, as those of agriculture, navigation, arts, mechanical trades, manufactures, according to the capacities and acquirements of the scholars respectively, consulting, as far as prudence will justify, the incli­nations of the individual scholar. For a time the officers of the college were able to find places for the bo)'s after they had finished their college course, where, in addition, they might acquire some industry or trade. Gradually the old apprentice system fell into disuse; boys, however intelligent, who could not use tools were not wanted, and the trustees of the college were necessitated to keep the boy until he was eighteen, then cancel his indentures.
A few years ago a manual labor school was established in connection with the college, in which the boys were taught the use of tools, and as a result, the demand upon the trustees for apprentices far exceeds the supply, and whilst formerly the boys leaving school preferred clerkships and other light occupations to the arts and trades, since the establishment of the manual labor school they prefer to learn something which will give them a start in some one of the great producing industries of the day. The pupil leaves such a school as this knowing how to handle tools, with his natural aptitude for work discovered, and to some extent developed, and is ready to begin at once to learn a trade or art without either loss of time or waste of material. If training for manual labor were provided for in the schools where all classes are taught, it would tend to do away with the prejudice against the labor of the hand, which
9
is one of the evils of our civilization, and which in ·onr large cities is fast transferring almost every department of skilled labor into the hands of foreign workmen. Manual labor would cease to be regarded as degrad­ing and the skill..d workman less a gentleman than the merchant or lawyer. Perhaps, too, sorile of the serious questions which have arisen between capital and labor, and which threaten to convulse society, may ultimately find their solution in the people's schools.
The future employer and employee, whilst not only conning the same lessons, but also working out the same mechanical problem, at the same desk, may happily be brought into such mutual sympathy with each other as shall keep them from drifting so widely apart when their relations shall have changed and their interests become seemingly diverse. But here arises the practical question: can manual training be insisted upon and the scholar maintain at the same time a fair standing in the ordinary school studies? "The proof of the pudding is the chewing of the string." The superintendent of the Washington Home School of Industry bears testimony as follows: "Although four half days in the week are devoted to instruction in various industries, the standard of the scholarship is fully up to the average." And the experiments made in the schools of Boston and Philadelphia in this direction have been equally satisfactory.
There would seem no longer any reasonable doubt that a course of edu­cation may be devised in which study and manual labor may interchange with and relieve each other whilst the student maintains as high a grade in his purely mental studies as if they had been pursued singly and alone. The State must provide for tbe symmetrical training of her children; she needs whole men and women who will have some aptitude for life's duties, physical, mental and moral vigor to bear its burdens, solve its problems, meet its temptations. She must make provision for the training of the head, heart and hand of the child; just as the hand'of the individual is rude and its cunning small, is his support precHrious The man who can 'handle a saw or swing an axe as well as wield a pen has the odds in life's struggle against the mere rustic hewer of wood and drawer of water. Every added aptitude discounts the future, That is the most efficient preparation for life which fortifies the individual-against the greatest number of life's possibilities, H'ence the wealthy Jew taught his son a trade, and the children of European royalty to-day are instructed in some useful calling. Let the common school then give the boy such a train��ing as will fit. him for the higher school or the work-bench, and the mas, ter mechanic will presently malke a place for him in his shop, teach him willingly the mysteries of his craft, or if destined to a profession, the chances of making a man and a scholar of him will be all the better when he presents himseif at the door of' the university, nor even there should the culture of the hand Hnd brain part company. Art and science are twin sisters. vVhen knowledge in the head and skill ill the hand are wedded together, the offspring is power, What would intellect avail in man's struggle with nature if the human hand. ended in the hoof of an ox? So far as the hand lacks skill the intellect is crippled and human
thought still-born. If intellect is kind the hand is prime minister; but
if the servant be weak, the kingdom will suffer. Then let intellect and
hand together go to school and college. Thus accompanied, we helieve
we could make better scholars, certainly sounder, stronger-limbed, clearer
eyed, leveler headed men and women. Nor should we be forgetful of
the moral element in man's nature. The hope of our country is in
schools dominated by Christian influences. Despotisms may exist with­
out schools, but a republic never.
Self-government is impossible to the many if the many be igporant,
and just as impossible if the many be vicious; the heart and the conscience
must be educated as well as the brain and the hand. The training of the
body alone would give us an animal; the culture of the intellect alone
would give us a devil; the symmetrical development of body, intellect
and conscience gives·us the ideal man.
A paper was read on
CO-OPERATION AMONG SCHOOLS.
BY REV. A. B. HUNTER, PRINCIPAL OF ST. AUGUSTINE'S SCHOOL,
RALEIGH, N. C.
I am to speak of one or two specific ways, in which our schools may better work together. If our work lies outside the jurisdiction of the National Government, we ought to constitute a republic or confederacy among ourselves. Each school must have a life of its own, and must work out its own problems, and yet we must not forget that we are all engaged in a common work, and have c~mmon interests and aims. Let me speak in the first place of our courses of study. The land is full of " colleges" and" universities," we have Bachelors of Arts and Bachelors of Science and Doctors of Philosophy, not to speak of Doctors of Divinity, galore. I ha~e heard of a colored" university" receiving a charter from a State legislature, having a Boarrl of Trustees of a few colored men, who shortly after their organization conferred. the degree of Doctor of Divinity upon their President and Doctor of Philosophy upon his brother, and having among it~ students a dozen or two boys and girls with studies hardly bey~nd a ~espectable primary course. All over our American land we are circulating counterfeit and debased coin. Is it not time that we should agree upon some common course' of study? A primary school ought to be called a primary school; an academy, an academy, and a col­lege, a college. It· is quite trne that we have not beel1 quite sure as to what constitutes an American Ul1iversity, but it is very easy to prove that some institutions bearing the' name have not the slightest title to it. It is' quite true also that new conditions of culture and of ignorance require new courses of study to satisfy and relieve them. We are, however, fight­ing acommon foe, and grappling with a common condition of illiteracy, and the course of study which is suitable in one part of the country ought
II
to do like service in another, The number of students in the higher
courses of our colored schools and colleges is so small as to make it very
evident to my mind, that one or two well conducted colleges would answer
every purpose for the entire South. If we could bring this about the
degrees conferred by such colleges would carry weight, and their course
of study would be valid, not only for their own institutions, but would
mould those of a thousand subordinate schools.
I come now to speak about the important matter of discipline. I think we must all wonder at the good order which prevails in the colored schools. It might be expected that in the evolution of the race to a higher civili­zation, that we should have periods of outbreak and disorder. The won­der is that there is not more of it. Now and again we see an outbreak of unreason, where the pupils of a school want somethirig very much, and yet don't know what they want, In some parts of the country schools have been completely broken up because of such an outbreak of unreason. In most schools, with a settled system of discipline, it is improbable that such an outbreak should occur. The authority of the school has been fixed, and is respected as such. The point I would make is, that there ought to be such an understanding among the different schools that" full faith and credit shall be given in each school to the public acts, records and judicial proceedings in every other school." There is such a comity among the States of the Union as determined by the Constitution of the United States. A student expelled from one school ought not to be received into another, and students suspended from one school ought not to be received into another without due inquiry. Further than that, there are students who leave schools owing a considerable sum of money, and they ought to have difficulty in being received into another school until they have paid the debt. Our task is not simply to impart knowledge, but to train character, and our aim ought to be to make it hard for wrong­doers and favor those who do well. It is of the greatest importance that there should be an understanding among the schools on this matter of discipline, so that every student would clearly understand that if he .attempts to ride over the lawful authority of one school he will meet the same kind of barrier if he attempts to enter another.
We all have a common interest in securing the interest of generous people in our work. If that interest is turned aside by appealing to false or unworthy motives, we all suffer. It is estimated that since ]870, the North has been giving to negro schools in the South at the rate of about $1,000,000 a year and that it is giving that amount now. This sentiment
·of sympathy is readily recognized by many who have only their own per­sonal ends to serve, and it has become a nuisance in the business offices of the large Northern cities to receive the visits of those who are soliciting money for negro schools, basing their appeal upon this well recognized feeling of sympathy. Sometimes the salary of the solicitor consumes a large part of the money colleded. If public confidence is once weakened by these efforts of unworthy men, damage will be done not only to the institutions which they represent but to all the negro schools.
The effort. of our time is to combine, if we can, something of that demo­cratic spirit of education which had its home in New England, and which has done so much in fostering the public school system of the whole country, with the gentle manners and high-born ways of the South. You and I have seen the latter shine in many a Southern woman who has had but limited opportunities in the schools, and I cannot help thinking that the spirit of these Southern women is still to have a 'marked influence on the life of the freed people and especially on the life of the freed women and their daughters, though at times the gap between the two classes seems widening, as well as upon the life of the mountain people who, it1 their isolation, have been removed from this best life of the South.
And, in conclusion, let me remind you that we are dealing with the problems of Clirisliau education in the South. The same gracious Power is at work in our civilization who has been at work during the last nine­teen hundred years, in changing barbarism to-civilization, in changing vicious men into virtuous, in giving a mighty impulse to all intellectual life as well as to all spiritual life. The Christian religion has been the great mother of schools. Christ, who is the truth, has given the great stimulus to all human culture. And yet, we must not forget that intel­lectual culture was not the primary end of His work, but only a part of it. He not only taught the truth, as Socrates and Buddha had done before him, but He lived the trutn.
It is our high privilege, friends and brethren, to help on in this problem of Christian education, of endeavoring that this life shall become incor­porated into our educatiolJal striving and into our whole civilization.
The paper was discussed by General Morgan, Dr. Thir­kield, Dr. Gilbert, Dr. Mayo, Mr. Meserve, Dr. Dreher, Dr. Fairchild, Dr. Frissell and Dr. Satterfield.
On motion of Dr. Fairchild, the Executive Committee was requested to assign a time for the discussion of Dr. Lawrence's paper. ­
THURSDAY, June 30, 830 P. M.
A paper was read on
THE NEW EDUCATION-THE CHRISTIAN EDUCATION.
BY REV. A. D. MAYO, A. M., LL. D.
While the attention of this Convention will largely be given to the report of facts and the discussion of methods of school-keeping, espe­cially concerned with the teaching and training of the humbler classes in the Southern States, it may not be amiss to inquire into the meaning
13
itself of the term Christian education, at the present time, in our own country, and in that portion of the country suggested by the name of our gathering. By the new education. I mean everything by which the ptesen\ sy.stem of free common schooling, on which nine-tenths of Southern children now depend for all the education they will receive through teachers and schools, differs from the denolllinational and Church parochial system. which .was almust the entire dependence of these States. a generation ago. Although in its methods of instruction and discipline, its ideas and ideals of child nature, and its general spirit, the new educa,.. tion has largely modified the old-time college and academy. It is seen in its highest development in the best public school-keeping in city, village­and country, in the graded and Normal schools and the State Universities, with their environment of the new summer schoois and institutes educa-· tional jou~nalism and literature. '
This vast system has only indirectly been built up by the old-time col­lege and academy of the .denonjinational type, but is the work of the' American people under the le3.dership of an educational public, of which the clergy and the faculties of the colleges have been an important ele­ment, working for two hundred and fifty years. At pre~ent, what may be called the American system of universal education is steadily sup­planting tre old-time private and denominational elementary and sec­ondary school, and, in the State University is building a formidable rival in the higher education. This system is still denominated "secular," as differentiated frolll the "Christian" type of education, by the denomi­national schools of all sorts, and by several of the great religious bodies described as "Godless," "irreligious," or, at best, unchristian.
Three hundred years ago in Europe all the schooling of children was practiCally under the direct or indirect control of the Church and clergy, and the in~octrinationof all youth into the religious creeds and ecclesi­astical polities of the prevailing Churches was regarded an essential part of the school curriculum. The vast majority of the people in every land being wholly or largely in ignorance, had no voice in this arrangement~ but within the past three hundred years the American people have not only abolished the union between Church and State, but gradually assumed the direct control of edncation, especially in the elementary and secondary schools, and more every year in the higher and professional departments. While the clergy has been largely and usefully utilized in this development, the American common school during the past century has been entirely separated from the control of the Church. The people· have decided that, while they must look even more than ever to the family for individual character training, and to the Church and Sunday­school for the indoctrination in religious creeds, church discipline and the more personal, spiritual and universal relations of man with his Maker, there is still a most important field, the training of American children and youth in the art of living together in' their relation as so..v­ereign citizens of the world's chief republic. in which the whole people, acting throug4 the State, should assume the right and obligation of that moral and practical religious character training, without which good citizenship is impossible, And it must be remembered in this Republic, the family, the Church and the State are not separate institutions. but the same people, 'llcting as parents, churchmen and citizens, for the com­plete education of the new generation of young Americans.
The greatest revival in the Christian religion of the past three centuries has been the coming forward of the Christian people, through their increasing intelligence in the personal study of the Scriptures, in the development of what may be called the people's, as contrasted with the clerical scholastic and Church understanding of the religion taught and lived by Jesus, the Christ. This idea of religion and morality naturally deals with the fundamental and universal facts and laws of character and conduct, under the ch~nging conditions of modern society-the meaning of the life that now is. And this faith, common to all Christian and good people of every belief, is the moral and religious motive power of our republican government and civilization. . ..
The American common school is founded upon and hves by the splnt of the new education, which is the last and highest response of the whole people to the absolute religion of the Great Teacher, as appl~ed in the ~rt of living together by 70,000,000 of our people. The Amencan common school is founded upon the idea of the nature and possibilities of the child announced by Jesus. Its benevolent scheme of discipline is in accordance with HIS declaration of the law of love to God and man. In no Church or family are the Christian virtues more thoroughly recog­nized and enforced than in the rules and regulations of a good common school. 1\owhere are American children more shielded f, om temptation and better protected from their own lower selves than in a good c~mmon school. In no body of public or professional people can be found a higher average of character, a more accurate knowledge of children, and a more devoted spirit of self-sacrifice for their good, than among the 400,000 teachers of the 12,000.000 of children and youth in t~e common schools. vVhile it does not assume the functions of the fanuly and the Church, its pupils and teachers live in the homes and are gathered in the Churches, and are, to a great extent, what they are there made. In addition, the' public school alone practically trains the children in the hicrher life of society and citizenship, where every principle of Chris­tia"'nity, in which the life, liberty and happiness of the whole people is
involved. Under these circumstances, the old sharp distinction between the " Christian" and the" secular" education disappears. All American life is sacred and there is 110 corner of it " common or unclean" to the view of the Chri~tian citizen. And when the clergy and the Christian parents realize this fact, and come forward heartily to make the school as the Church and the government, what it ought to be, the old contention will disappear, and, in their several relations the whole American people will "work together for good" for that "general welfare," which means the best 7°,000,000 of people in God's best country in God's world.
A discu~sion of Dr. Lawrence's paper on Industrial Edu­cation was engaged in by the Rev. Drs. Fairchild, Mitchell, Frissell and Lawrence.
FRIDAY, July 1, 1898. After a devotional service, conducted by the Rev. H. M. White, D. D., a paper was read on
HOW FAR SHALL THE HIGHER EDUCATION BE ATTEMPTED?
BY PRESIDEN'r WILBUR P. THIRKIELD, D. D .• GAMMON. THEOLOGICAL SEMINARY, ATLANTA, GA.
The question of how far the education of the white man shall be at­tempted has been settled. Our New England fathers, though tillers of the soil, set up the ideal in the founding of Harvard College in the wilder­ne~s. We all believe that the largest culture the world affords should be opened to him. To rich and poor; to high-born, low-born; to upper­most, downmost among white men, let the door to highest intellectual opportunity and achievements be thrown wide open. Without debate every higher institution is opened to him. '
But as to the negro? To what extent shall his higher education be attempted? This question is the outcome not so much of color as of the class idea. There is no cause for wonder. It was once the same with the so-called lower classes in England. The great universities only in later years have been opened to the labo'ring classes and to the sons of dissent­ers who were not of the churchly line and held no claims to aristocratic birth. In more recent years the higher education of woman was a debata­ble question.
The negro is thus constituted a distinct class, hence the same question. More fundamental is the question, why educate the negro at all? Be­cause he is a man. Yes, but how educate him? To what extent? To answer this, let us go back to the primary question. What is education? Let John Ruskin reply: "Education is leading human souls to what is best and making what is best out of them. " The gist of Herbert Spencer's great work is that education is teaching a man how to live completely. So education, then, is not unpractical idealism, a thing np in the air, but is something human and real and practical \lnd for the best life of man. According to Emerson, a man "grows like the palm, from within out­ward; his education, his life, are his unfolding." Hence it must be the rational thing; the Christian thing to wholly unfold that which is highest in every man; to make ready the whole mala. for his highest life. That is what we mean by higher education. Do not force it upon him; simply open the door of opportunity to the most gifted.
. The capacity of the negro for the higher .education has been demon­strated. We have learned to di,tinguish between the intellectual capacity, with which God has endowed every race, and the mental and moral acquire­ments, which are the outcome of civilization' and environment.
Yet, after a generation, the trend of opinion in some quarters sets strongly towards elementary and indmtrial training, to the exclusion of the higher education. Facts should plead strongly to gain such advo­cates. Granted that for the masses industrial training is imperatively necessary, ~hall we discourage, restrict, give up altogether the higher education? This question furnishes a reason for the setting forth, at this time, some arguments for the higher education, not as opposed to, but as .really essential to permanent and effective results in elementary education and in the industrial training of the negro race.
l. On the higher education the very existence of any education depends. No people will long maintain common schools that does not possess and sustain tolleges for the higber education. Efficient common scbools for the negro would have been 8n impossibility without the teachers trained 1n Ihe higher institutions of learning. Dr. Harris, Commissioner of Edu­
.cation, emphasizes this thought: "Money for the higher education of the negro is seed sown whue it brings forth an hundred fold, because each one of the pupils of those higher institutions is a center of diffusion of superior methods and refining influences among an imitative and im­pressible race."
2. The higher edtication is necessary for the raising up of a trained leadership for the race. The race must have leaders. No leader is so dangerous as the ignorant or half-disciplined leader. For the mas,es there are no libraries, no highly developed press, inferior schools, no learned class, therefore for opinions t,hey are dependent up"n their lead­ers. And the leader needs to be taught to think not about things, but through things; to form independent judgments; to reach logical con­clusions; to know for himself; to inspire and to lead his fellows to larger life and nobler aspirations.
Since by decree he is shut out from the higher fellowship in the civil, political and religious life of the white man, and is shut up to his own church and school, how imperative it is that he has as leaders those who ha\-e the strength and wisdom ann self-coutrol that come' from the higher training. With the wealth, the political power, the civic affairs in the hands of those who propose to keep the negro under as a subject people, the future of the masse, is hopeless without educated leaders.
3. The race needs men of the highest training for the professions. Law­yers who will teach them tq avuid litigation; help them t'O get their rights and protect them in their ignorance. Physicians. trained for the mastery ofthe'disease peculiar to the race, that the awful mortality may be stopped. 'Trained ministers are imperatively demanded to hold the rising genera­tion to the church. This is the most serious question that now faces a people naturally religious.
4. In the interest of pure iudustrialism for the negro' this higher educa­
17
tion is demanded He needs the best discipline of his mental powers to fit him for the inevitable era of strenuous competition that is coming in the South. The masses of the race are to be tillers of the soil; toilers in our industries; but unless the negro is always to remain bound body and soul to the earth, mere hands and arms, the best brain of the negro must be developed By brain the power of the hand must be multiplied.. Itis the brain active, strong, inventive-that raises any race to dignity and power among men.
Some one is going to lead the black industrial forces. Shall it be one who has received the narrow indu~trial training alone; one who knows nothing of history or sociology, of economic science or political econoUlY?
For ll1any years to come the great task will be to supply competent teachers for primary and elementary schools. Let us have fewer colleges and make them' first-class; more preparatory and normal schools, with thorough training in English.
My plea is simply that we set no limits on any man or any race. Do not. force him. Do not urge him beyond his capacity. Simply give him freedom and opportunity to achieve his destiny. The higher education is a slow process. That the roseate prophecy of the earlier teachers of the freedmen have not been fulfilled, is not so much the fault of the negro
.as it is the fault of the prophets. They made the mistake of confounding the education of an individual with the evolution of a ,-ace. The truth t'aught by evolution is this: you may educate the individual in a few years but the uplifting of a race is a question of generations. The negro race has a large infusion of Anglo-Saxon blood. He now shares in 'our Anglo-Saxon civilization. He is coming into that stream of tendency, that current of civilizing and uplifting forces of Greek-Roman civilization that has lifted the Anglo-Saxon out of the bogs and into moral power and social supremacy among men. The march upward and forward, however, was l.;mg and painful, through blood and tears, revolution and death. The Anglo-Sdxon stood the test and has triumphed. 'Will the negro be stranded or be swept under, or will he keep afloat and sweep on to larger life and power? The past answers, give him a man's chance and he will not go under but on.
It was discussed by Dr. Dreher, General Morgan, Dr. Lawrence and Professor Quarles. A paper was read on
DIFFERENCES OF METHODS, IF ANY, IN WORK AMONG
WHITES AND BLACKS.
BY PRESIDENT,CHAS. F. MESERVE, OF SHAW UNIVERSITY, RALEIGH, N. C.
. Iunderstand the term" Work," in the subject assign~d me, signifies " Education" in the broadest and most complete sense. It is that pro­cess that unfolds all the important relations in life into which man must or may be called, and fits him for complete, intelligent living. This pro­cess 'is mental, ethical, religious; some would include industrial or manual. I like, however, even at the risk of not being considered quite scientific, to divide mental into abstract and concrete, and place industrial or manual in the second sub-division. More and more are we coming to see that much, if not all, that we have beEn calling industrial or manual, the material or concrete, is mind· educating, and that mere book-work, the abstract or the mental, may, and frequently does, do little'to teach the individual his true relations in life, and induct him into those com­mon, every-day, but all important relations. The school men of the last generation labored under the assumption that the schools, the public schools, the day schools and the colleges, actually prepared for life, and . the illusion has not yet wholly disappeared. When we analyze the suc­cessful careers of prominent and useful men who had scarcely more edu­cation than that afforded by the little red school house by the country road-side, we find it was the homely t"xperience on the rough hill-sides farm, from city or town far removed, the long hours of hard, honest toil, careful planning to make both ends meet, plain diet and the instruct'ion
,of a Godly father and a Godly mother that supplemented and sometimes complemented the school, and trained body, mind and soul, and aided largely in bringing the individual into his proper relations. Itwas really the church, the home and the school combined that prepared for life, and not the school alone.
With this conception of education before us, let us proceed to a con­sideration of racial traits, environments and achievements, and, if we di,­cover differences, we can then decide what differences in methods, if any, are required. In each we have to deal with body, mind and soul. With one race the birth-ratc and the death-rate are both high. There is a very inadequate idea of what constitutes a home. The average dwelling is poor, and its inmates have little knowledge of internal or external sani­tation. Their diet is frequently insufficient, inferior in quality and care­lessly prepared, and the body is consequently poorly nourished. The people are poor and their wages low, and sometimes the whole family must be employed in the struggle for daily bread. The children are de­prived of school privileges and frequently of play and recreation. Poor judgment is exercised in spending money for individual or family wapts, and there is a great absence of what is meant by that old Icelandic word, "Thrift." They are twelve per cent. of our total population, and they possess only about three and one-half per cent. of the nation's wealth. Like the lower classes of immigrants in the Northern cities, they congre­gate in the poorest and least desirable quarters in the cities and large
. towns', and usually live in small and poor tenement hOllses. In the coun­try they are largely "croppers," but whether living in city, town, or country, their environment is such that there is little to arouse an ambi: tion to acquire property, to be somebody and live a virtuous and Godly life. The rate of illiterac)' is high; there are low st~ndards of morality. They are kind, faithful and affectionate, and will devotedly attach them-.
selves to you. There is a general desire for education, and an immense satisfaction with a very little of it, and a faint conception of the import­ance of long years of preparation. Rarely do you find a member of the race. who is not an orator, or who cannot discuss with you any question of church or State, no matter whether it is the salvation of Africa, the last decision of the United States Supreme Court, or why Sampson and Schley have not yet captured Havana. They are ever full of hope and confidence and are all sure of all entrance into Canaan's promised land.
Over-confidence in his own ability is another characteristic. Seldom have I seen a workman who would not assert that he could do a "mighty fine job," but this was not always proof against a "sorry" piece of work being It·ft on your hands. It was quite a surprise to a student in our industrial department to be told by his instructor that he must work to'~ the hundredth of an inch, and that sometimes accuracy required work to. the thousandth of an inch. "About right" is too often considered
"mighty fine."
'While these racial traits we have been discussing, are in a greater or less degree quite common, we must not overlook the fact, that even the least desirable of them are found in all races, especially in a period of transformation and development, and that the noblest traits are found in the colored race in a marked degree.
Vie have briefly considered traits and environments. It is hardly neces" sary in the presence of such an audience as this to discuss ability and achievements, for they are now generally recognized. In nearly all the higher walks of life, professional, business, or political, splendid ser,vice has been rendered and success achieved. Every worker here can call to mind examples of the noblest a~d strongest ;nanhood, and the purest and truest womanhood, and these are our constant incentives to earnest endeavor.
A former Commissioner of Indian Affairs, who is an honored member of this Conference, prepared an excellent article on Indian Education and Civilization. After a discussion of Indian-traits and tendencies, he gave this terse and apt characterization of the Red Man's nature: "Indian nature is human nature bound in red." May we not with equal truth and aptness, say, "Negro nature is human nature bound in black.'" Standing on the broad ground of the fatherhood of God and the brother­hood of man, and recognizing all mankind as a unit, and making an im­partial survey of the field of the races of mankind, may we not also, in all fairness, say, that the differences (for we cannot deny that there are differ­ences), are differences of degree of intensity rather than kind or quality.
The methods to be pursued are the ~ame as those employed in edu­cating other races. Some traits that are peculiar to the race, on account of heredity, environment. lack of opportunity, and past training, must receive a more intense and longer treatment. ' Workers in the education of colored youth must ever bear in mind that the school is constantly called upon to make up for defective training both at home and in the church. More attention must be given to higher standards and ideals aD
'morality'and'religioll. The importance of living each day a clean, pure, 'Godly life and the penalties for the violation of such a life, must receive wise and careful attention. This must be done particularly with the .girls by consecrated motherly teachers, whose pure, sweet and noble lives will, by their constant example, add force and greater influence to their ·instruction. It must be carried to such an extent that it will reach the home, and to this end missionary training schools and mothers' meetings must be organized and kept up for many years. All lines of household .and domestic economy niust be taught scientifically and practically. In­dustrial education, not along trade school, but rather along educational lines, must be made prominent and receive constant attention. The power ·of the clergy is all important and far-reaching. The rank and file of the race are strongly influenced by them, and I cannot over-emphasize the importance of their receiving a thorough and long continued courSe of ·training..
vVhatever our methods, or scheme, or system, or plan of work, the pub­lic school should receive hearty and constant support. The denomina­tional and undenominational schools, not State schools, cannot educate the rank and file of the people, or the communicants of the denomina­tional schools supported by the respective denominations. For this rea­son, as well as for the fact that the denominational schools are furnish­ing the larger portiou of the teachers for the public schools, we ought to be in the closest touch and sympathy. The denominational schools must and will continue to exist, but they ought to be allowed to devote their energies exclusively to the training of leaders for the race and leave to
'the public schools the education of the rank and file.
It is an especially opportune time for leaders and workers in denomi­'national schools to identify themselves with the uphuilding of the public schools in the South, and particularly workers of Northern birth and training. Sectional lines are fast disappearing, if not already obliterated. :Who of us that remember Bull Run and Gettysburg ever expected to be here to-day under these beautiful auspices? A Southern gentleman, not a Northern gentleman, but a Southern gentleman, of noble type, big heart and broad sympathies, has invited us here, and we are his royal, princely guests. The spectacle of General Lee, with a grandson of Gen. Grant and a son of Benjamin Harrison on his staff, and General 'Wheeler, dosing their military careers in the uniform of the army of the re-united United States is indeed sublime.
The South is struggling in ,her poverty with a terrible problem of illiter­,acy, and we are going to do our best to help her.
The paper was discussed by the Rev. Drs. Mitchell, Sat­terfield and Gilbert. The Rev. Dr. Abbott moved that the Executive Commit­tee be requested to consider whether a definite period of the
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time of this Conference should be dp"voted to the considera~ tion of the subject of National Aid to Southern Education. Carried.
FRIDAY, July I, 8.30 P. M.
An address was read by Sister Ella, doing work near Morganton, N. C., upon" Work Among the White People in the Mountains of Western North Carolina."
I n the absence of the Rev. William G. Frost, Ph. D., President of Berea College, Kentucky, an address was given upon the
DESIRABILITY AND PRACTICABILITY OF A SELECT LIST OF APPROVED INSTITUTIONS.
BY REV. GEO. T. FAIRCHILD, D. D., VICE-P,RESIDENT OF BEREA
COLLEGE, KENTUCKY.
\
In pre;enting Pres. Frost's hrief, Dr. Fairchild thought it proper to give in outline the experience upon which the views are founded. Pres. Frost has been for six years at the head of Berea College, located in Madison County, Kentucky, between the blue-grass region and the Cumberland Mountains. Its origin is in a school established more than forty years ago by Rev. John G. Fee, and it has been open to both sexes and both races. Now it has an equip.ment in buildings of two large brick structures and eight or ten wood buildings. Its library numbers some twelve thousand volumes fully classified and catalogued. It has an endowment of one hundred thousand dollars, with expectation of two hundred thou­sand more within the year. Its faculty of devoted men and women give
.a full classical course, a literary course and a normal course, though the larger body of students are in preparatory stndies. Its enrollment the past year was 672, of whom 5IO were white, chiefly from the mountain people, though students are to some extent attracted from other parts of Kentucky and from other States by the excellent advautages offered to self-supporting students through low expenses for instruction and board. Th" college is sustained by philanthropic friends, and Pres. Frost has been the chief mover toward such philanthropy.
In his brief, Pres. Frost calls attention to the transfer of money from richer to poorer parts of our country for educational purposes, as a noble example of patriotism, to be most highly commended'by all. It deserves to be fostered by all Christi,m philanthropists, but it is necessarily attended with ad\'erse liabilities from distance between givers and receivers of the benefaction. These are felt more between the North and the South than between the East and the West, because the ';Vest has been peopled largely by sons and daughters of Eastern parents, while the North and the South have been long separated in development. We need to take measures for fuller acquain~ance between philanthropists at the North and the objects of their charity at the South.
There is need, too, of co-operation between those managing such aid. When different bodies work in the same territory, without knowledge of each otber, there is liable to be waste of both effort and means. This. fact is fully illustrated in other charities, and we shall do well to follo\v the example of associated charities in our large cities, where co-operation has made an immense advance in usefulness.
Evils come from too many schools in a limited territory, while large regions are left destitute. Often these are small, and the temptation to improper and unwholesome rivalry often leads to impairment of the influence of all. A mutual understanding of each other's work would be advantageous to the institutions them1elves and to the people for whom they are sustained.
Too many solidtors in the centres of wealth bring evils, especially appreciated by one who must raise the funds. Attention is dulled, sym­pathies are hardened, power of discrimination i, lost, and well disposed­friends of education in the South are in danger of falling into the habit of mere promiscuous givi';lg of trifles, or abstinence from giving entirely for want of a fair knowledge of the needy field. We cannot do better' than to co-operate in giving such clear data upon all the facts as will enable the well disposed to know and feel the needs of important work in progress.
To these ends the local pride, the spirit of rivalry between towns, and the desire for employment as agent, should be discouraged from attempts. at foundations of schools where provision is already made, and the work already done should count distinctly in judgment as to what can be accomplished. Instances are common where nothing stands behind the enthusiasm of the agent. A story is told of a larly who gave as her occu­pation the e-tablishing of orphan asylums. She had started one, and had locations selected for two more. All such haphazard undertakings.. injure the cause.
lf it were possible it is desirable to make an approved list of institu­tions known to be of definite worth. Such a list must be comparatively small, and be made with regard to (1) age and equipment; (2) efficiency of administration; (3) location. The practicability is another question. The authority able to make such a list does not now belong to this body or to any other, and we could not agree upon the council to which such a task might be committed; but this conference might well adopt a series of resolutions, or a statement selting forth its judgment (1) that the South still needs aid; (2) that the time of college planting has passed, and no new institution should be started or supported without very exceptional reasons; (3) that those must be reco,,;nized as eminently worthy which devote their energies to uplifting the needy of all races by preparing for genuine leadership the most capable of young men and women for every profession and industry.
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An address was given upon
THE NATIONAL PERIL OF MORMONISM.
BY GEN. JOHN EATON, LL.D., FORMERLY U. S. COMMISSIONER OF EDUCATION.
General Eaton sought to emphasize the importance of religious educa­tion, the training of the mind in the knowledge of truth, both as a means -of producing good citizens and preparing the mind for its highest spiritual attainments, and especially that it may be on guard against every form of error. Illustrating and enforcing this idea, he spoke on the menacing attitude and dangerous doctrines of Mormonism.
Utah is now, in substance, a Mormon State-one of the forty-five in the Union-showing its aspiration by proposing to put the statue of Brigham Young beside that of Washington in the old Hall of the House of Repre­sentatives at the capital of the Nation. Mormonism aims at temporal power and uses political means. In Utah its preponderance is as about 118,000 Mormons to 5,000 evangelical church members; in Idaho the Mormons number 1,400. In these States no one can be elected to State office without their approval. Any prosecution against polygamy would be in vain. In other States they hold the balance of power. They -control the State school system in Utah, and they have found there is a power in education, by which they can c mtrol the minds of their followers through the officers which have been counted in their church to the num­ber of 50,000, directed by their priesthood. ~hich they claim is, in a sense, a part of God and speaks with the authority of the Almighty. They report 1,400 missionaries, and that they have added to their numb~rs 65,000 the past year and claim 300,000 membership. With this outfit of power, they deceive the public and bring them by degrees until they acc~pt their most blasphemous doctrines. They hold that God has a body and that He was once man and became God by.proc~sses of exaltation, of which gen­eration and marriage are the two principles which they claim go on through -eternity. God the Father, they claim, was the Father of Jesus Christ, as any man is the father of his son, and that Jesus Christ was a polygamist and was married at the Marriage Feast of Cana of Galilee to Mary and Martha and the other Mary. In a similar Vl"ay they destroy the doctrine -of the Holy Ghost, and having destroyed the great fundamental ductrines -of Godhead, what is there left for the foundation of manhood or woman­hood? They claim to believe the Bible, but destroy it by accepting the Book of Mormon and several other books and the power of current. reve­lation by their leaders, The hope of our people against this and all other fatal islps is in Christian. education.
SATURDAY, July 2, 1898:
After a devotional service, conducted by Professor Quar1e~~ a paper was read on
THE STUDY OF AMERICAN HISTORY.
BY MR. ERNST S. DREHER, SUPERINTENDENT OF CITY SCHOOLS,
COLUMBIA, S. C.
History, as usually defined in text-books, is a record of the past. This definition is superficial, inasmuch as it ignores the real idea, the true essence of history-the thoughts, emotions, impulses, aspirations, 'social progress, and inner life of a people in the process of development. Ac­cording to this definition, the study of history can never become more than a mere memorizing of facts and events as compiled by authors of text-books on history, and the person who can best memorize isolated facts, to be repeated by rote when the occasion demands, is often thought to be a profound student of history. This idea of history and the methods.
. of presenting it to classes from this viewpoint are the ones that obtain in most secondary schools and in some institutions of higher learning in our country. Pupils are given brief text-books, a certain number of pages. are memorized and recited daily, are reviewed from time to time and examinations are held, on which the pupils usually make from seventy­five to one hundred per cent. This is considered satisfactory work by teachers and pupils; they pass on to something higher, the former be­lieving that they have done everything possible to instil in the latter a desire for further research in the domain of human thought and human activity. But the results are discouragingly unsatisfactory, the pupils. make hut little progress, history is dull and uninteresting. As the subject is now written and taught, it is not attractive to young minds. It is not an easy matter for the mind to remember hundreds of disassociated facts. about all the important events of American history; many of them must necessarily be forgotten, as only the fragn.ents remain; this discourages the pupils. Hence, it may be safely asserted that the record idea of his­tory is fatal to permanency of results in its study.
In our teaching of history too much time is given by teachers and text­books to the externals of history; events, facts and actions-the objec­tives of history are unduly emphasized, while the subjectives of history, thoughts, emotions, ideas and feelings, are often entirely overlooked. We teach signs and symbols of things and omit the things themselves.; wars 'and battles are described, the hour when they began, the number killed, and the names of the generals are all given in detail, but very little is said about the opposing ideas, "political, social and industrial that belch from the cannon and gleam from the sword and sabre, or flash from deadly bayonet." History must be something more than a record of the deeds of mankind; "it must deal with the entire life of a people in the
process of growth."
There are five distinct phases of institutional life, viz.: a political, an educational, a religious, an industrial and a social phase. In our common school histories it is not possible to treat very ful'y these five phases;: salient points only can lie given, the teacher must supply additional' information, must interpret the events of hbtory so as to make them plain. to his pupils, who shollld be enabled to see causes and effects in history,. and learn that all events, whether important or insignificant, have con­tributed something to a natioil'S growth and played some part in shaping its life and destiny. With this idea in view, all history becomes a unit and all social, politicai and religious problems.ar~seen to be working in parallel lines, under the direction of God in history, for the accomp:ish­lllent of "that far-off divine event towards which the whole creation moves." In this idea, however, the· philosophy of history is involved. But can the philosophy of history be studied in secondary schools? Under existing circumstances, only to a very limited extent. How then are· pupils to get an insight into the inner life of our nation? By the study of the biographies of great men. Carlyle says: "The history of the world is the biography of great men." Hence, the life of the individual is the connecting link between the memorizing and the philosophizing of his­tory. The life of a nation is but the composite of the lives of the indi­viduals. who make it.
As an introduction to biographical history, stories of adventures and deeds of heroism, in which children so much delight, should be read and studied. The interest and pleasure manifested by children in these things have received but little recognition at the hands of writers of text-books. on history. Thousands of them begin the study of history by memorizing, from the briefest of brief histories, unadorned facts, thickly crowded on every page. With such books and such material for a beginning, it is. not a matter of surprise that the average American youth is so ignorant of his country's history. It is, however, gratifying to note that the story and the biographical elements have been introduced within recent years, into a few of our school histories for beginners. Where these books have been used the results have been encouraging, history has become a thing of living interest and children are learning more of its real essence thouo-h they may not be able to name all the battles of the Revolutiona~y Vv:r, with dates and generals.
As the formation of a noble character is the primary aim of all teaching and studying, the opportunity presented by the study of history for im­pressing upon ourselves great ethical lessons, should always be borne in mind. "In respect to the development of the ethical ~ide of character," says a prominent writer, "history, from the nature of its material, lends itself to such an end more readily and more efficiently than many other subjects. Indeed, the ethical element is present, in some degree, in every stage of history work. \Vherever history reveals a conflict between indi­vidual men, between parties of men, between nations, or, where the view is profound enough, between ideas themselves, there will appear the ethical element and there will exist the opportunity to add fresh stimulus to the ethical nature of pupil or student."
To the critical student of American history, its religious expansion and development must always prove a subject of profound interest. One thing especially characterizes our religious history-the establishment of religious freedom without bloody revolutions. In colonial days, it is true, miniature persecutions were not infrequent, but they were insignificant when compared with those of European countries. After the agitations -of the earlier colonial days and with the passing away of those who first 'came to this country, silently in the hearts and minds of Ame1'l'cal1-born -citizens the problem 9f liberty of comcience solved itself, and with its .solution was foreshadowed that greater freedom which characterizes our nation to-day. Religious toleration means freedom of action in every -other phase of life. This idea has attained such prominence in our national life that the nation is becoming too free; too much freedom may be a greater evil than no freedom at all.
Christian citizenship should be the ultimate goal of all education; a proper study of our history should and will make good, intelligent, pa­triotic citizens, without which a republican form of government cannot exist. Everyone of our citizens should know his country's history, for in knowing it he is better prepared to discharge the present duties of an American citizen, both to his country and to his God, whose guidance has been so unmistakably evident in every stage of our country's growth.
A paper was read on
THE RELATIO~ OF DENOMINATIONAL SCHOOLS TO THE PUBLIC SCHOOL.
BY REV. D. J. SATTERFIELD, D. D., PRINCIPAL OF SCOTIA
SEMINARY, CONCORD, N. C.
It will be understood, of course, that we are considering only the edu­cational interests of the missionary work in the South. I hope my fellow workers will overlook or excuse the frequent use of "I" and "we" in my paper. For twelve years I have been at the head of a denominational school. I have tried to keep my own work in the right relation to the public schools. I shall ask JOU to-day to listen while I tell you in outline the story.
When we took charge of Scotia Seminary, we found in a town of four thousand inhabitants no public school worthy of the name. The public funds were divided between the two races. That devoted to the nse of the white children was divided among two or three select schools. The portion of the colored people was paid out to colored teachers selected by a committee composed of illiterate colored men, who, caring for the office rather than the school, term after term kept a teacher there because he was one of themselves, who was both ignorant and immoral. To. my knowledge in two cases he escaped the penitentiary through the forbear­ance of others. His presence in the school was a publif evil. I sodn
27
1earned, however, that there was a growing sentiment among the white people of the place in favor of a change. Many leading citizens clung to the old way, and could see no advantage in educating the laboring classes. Others had made up their minds that North Carolina must not be left so far behind; that our common schools are the only hope of the masses, and must be made more efficient.
These men secured a charter from the Legislature providing for graded schools for both races. It was to be decided by vote whether we should have such schools or not. Conservatives among the whites opposed it with the usual arguments. The colored were made to believe that taxes would be made higher, power would slip out of their hands, etc. 'The result turned on the election of a school board. The leader came and askedme to allow them to place my name on the ticket for the sake of the influence on the colored people. I consented. The charter was adopted by a majority of thirteen. I sat as a member of that school board for three or four years, assisted in the organization of both schools,
and, through the courtesy of the board, have been practically in control of the cotored school almost ever since. As the only man in the board at the outset having any practical knowledge of graded schools, the white people especial!y feel under obligation to me for a successful beginning of a school whlch now all classes seem to be united in regarding as the
very life of the town. . Does not this bit of history throw some light on the subject before us. It was true, is tnIe yet to a large extent, that there was no public school system. The general effect of that which bore the name was evil rather than good. Our mission in this direction is to co-operate with the friends of public schools il1 mak/lll{ jJublic schools. .I look upon the latter as the only hope, the only law for lifting up the masses, and our influence and our efforts cannot be given too freely to the task of moulding a public sentiment in favor of building up the best possible type of common school education. A few items from my note-book will help me to bring before you another side of our obligations. Some years ago I was admitted to the room where colored teachers were being examined. .The examiner had arranged the room and given out the printed list of questions and taken his departure. I shall not pretend to assign a motive for such unbounded confidence. I will only say that nothing could be more of a farce than that examination. On another occasion I assisted him. taking one part of a large class, and handing to him my figures showing results of the tests I had given. Without going into details, I will only say that som~ who had been gelting first and second grade certificates, under my tests fell below any sort of a grade. His. defence was, "We must find teachers for the colored schools, and we have to take what we can get." I received a letter from the chairman of a city school board, a leading attorney and prominent citizen. He said: "Mr. ---has applied for the principalship of our colored graded school. We understand you know something of his record, and would like to hear from you."
replied promptly: "The rumors concerning Mr. ---'s character are true. He would certainly have gone to jail had anybody seen fit to pros­ecute, and I know him to be a man unworthy of confidence." I might as well have saved myself the trouble. He was put into the place. I could. give other instances like this.
These good people say to us by way of explanation: "You expect too much of the negroes. "We do not think they ought to be measured by the same standard, either moral or mental, as the white people." My answer has been, "You will scarcely be able to lift anybody any higher than you expect him to rise-than the standard you fix. Ifhe ever gets any higher it will be to his credit rather than·yours. We know of only one standard of scholarship and morals. We put before the colored people the same ideal we are keeping before ourselves."
If our denominational schools have any special mission in relation to the public schools, it will be found in the task of correcting the fruits of this evil, and in supplying teachers for the schools mentally and morally qualified to a high degree for their profession. 'Without taking time to give reasons, I believe that the denominational schools are out chief if not our only, dependence; that few, if any others, are doing the style of work we need.
It is true there are difficulties in the way. Before an assembly as well informed as this I need not describe them in detail. You all know, for instance, that the life of an educated and refined colored girl is one of peculiar temptations and privations. Often she has nothing to help her fight the hard battle, except what she finds within herself. An impres. sion prevails, I know, that as a class they are peculiarly weak. I know fuat they may and do become peculiarly stro1lE!. Among our graduates a fall is so infrequent that the knowledge of it comes to us as a matter of surprise.
As to the mental possibilities, we do not now find it ,necessary to con­
vince anybody. Our Southern white friends are as ready now to bear
testimony to the ability of the negro to learn as they were formerly reluc­
tant. The county examiners often tell us they have no better qualified
teachers to examine than our Scotia students. Do not forget what we
have before us. The colored people as a class are low down in the scale
of intelligence and morals. For their own sakes and for the sake of
everybody they must he cared for. The public schools must be the main.
lever for the uplifting of the masses. That these may be effective they
must have teachers with well trained minds and stable moral principles,.
Iil the present state of things in the South, among the negroes, these
teachers must be colored. I might tell you who will not train them, or
who, in the very nature of things, cml1lot train them. I prefer to repeat
what I have already said It is manifestly the mission of our denomina­
tional schools to assume the responsibility.
We will consider briefly one more phase of the subject. A few weeks
ago I listened to a speaker who was introduced to his audience as the man
who had done more for the public schools of North Carolina than any
other one man in the State. He told us many true things about the pub-,
lic school work. Among other things, he said it had been the main factor
in 'the conservatism and development of good morals. The church, said
he, with the Christian religion had been unequal to the task. Things had·
rather grown worse than better. Historical examp'les were cited in proof.
Switzerland, for instance, which, under the influence of the public schools,
the fruit of the genius of Pestalozzi, had become a model community in
point of morality. The query in my mind as I listened was, " Does the��
man not know why the champions of public schools succeeded so muclL
better in Switzerland and Scotland than elsewhere? Has he never read
how Calvin and Knox laid the foundations; or does he intend to ignore
them, that he may exalt his own ideas? I fear the leaders of religious.
thought and work are not wide awake to what is going on in the field of
secular education.
This speaker but voices the sentiment and habit of the men who are to­day in the school-room, and on the platforms of institutes and conven..· tions, asserting leadership and attempting to mould public opinion and direct the methods of our public schools. They have a few names which are often on their lips and beyond which they do not care to go for anthority. That of Pestalozzi has already been mentioned.
In my judgment our denominational schools have no other work one-· half so important, South or North, in their relations to the public schools, as this. We must so frame our courses of study and carryon our work that we shall supply teachers for ilie schools who will not only believe in a supernatural basis for religion and morality, but who will know what they believe and be able to give a reason for it.
The paper was discussed by Dr. Mayo, Dr. Lawrence and General Morgan.
SATURDAY, July 2, 8.30 P. M. Rev. J. E. Gilbert, D. D., of Washington, D. C., Secre­tary of the American Society of Relig-ious Education, told the story of the origin, purposes, plans and success of that Society.
About ten years ago a company of evangelical scholars in Indianap­olis began the study of the religious nature of man with the view of determining the condition and mode of its highest development. Gradu-· ally the following-principles were adopted by the company:
I. In the promotion of the spiritual life truth is a necessary factor. It is not merely helpful, but essential.
2. The truth acquires its highest educational or characterforming value·